ABSTRACT
Disciplinary techniques used by teachers I recently wrote (Lewis, 2006) a comprehensive review of Australian research into the ways that pupils see primary and secondary teachers dealing with classroom behaviour. It shows that primary teachers frequently encourage their pupils to participate in rule formation, hint that behaviour should improve, and praise and reward appropriate behaviour. They often hold discussions with pupils about the inappropriateness of misbehaviour and punish pupils who misbehave, increasing the level of consequence if pupils argue or repeat the misbehaviour. Primary teachers are rarely considered to have acted aggressively by humiliating pupils or
acting unfairly. Secondary teachers appear to
frequently hint and punish, only sometimes recognise appropriate behaviour and have discussions with pupils, and hardly ever involve pupils in decisionmaking. Nevertheless, ‘both primary and secondary teachers are seen, at least sometimes, to yell angrily at pupils
who misbehave and to keep a class in because some students misbehave’ (Lewis, 2001, p. 312).
